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1 Geomatics Education in the Spirit of Bologna STEPHAN WINTER AND CLIFF OGLEBY 1 Zusammenfassung: Ein schleppender und halbherziger Prozess der Einführung von Bologna-Empfehlungen stellen die Universitätsausbildung im deutschsprachigen Raum auf den Prüfstand. Die University of Melbourne unterzieht sich gerade aus anderen Motiven einer fundamentalen Umstellung auf eine zweistufige fünfjährige berufsqualifizierender Ausbildung, und beruft sich teilweise auf die Bologna- Empfehlungen. Gerade aus der Perspektive einer kleinen Fachrichtung, mit auch in Australien nicht berauschenden Studierendenzahlen, sehen wir im sogenannten Melbourne Model eine Chance, Geodäsieausbildung neu zu positionieren, neu Nachwuchs zu begeistern, und Graduierte auf einen Markt zu entlassen, der von schnellen technologischen Veränderungen geprägt ist und bleiben wird. Wir stellen die Geodäsieausbildung im neuen Melbourne Model vor, zeigen Chancen für die Disziplin auf, reflektieren über Verwandtes und Unterschiede zu deutschsprachigen Ansätzen, und suchen nach dem Geist von Bologna. Abstract: A slow and half-hearted process of introducing the Bologna recommendations put the university education in the German speaking countries on trial. The University of Melbourne undergoes currently, for other reasons, a similar change to a two-tier fiveyear professional education program, and refers partly to the Bologna recommendations. Just from the perspective of a small discipline Geomatics is the smallest engineering discipline at the University of Melbourne we see a chance to reposition the Geomatics education, to inspire more school leavers to choose a career in Geomatics, and to educate graduates that are better prepared for a market that is and will be shaped by increasingly faster technological changes. In this paper we will present the Geomatics education in the new Melbourne Model, outline the opportunities for the discipline, reflect about the differences to the approaches taken in German-speaking countries, and seek the spirit of Bologna. 1 Introduction The university education in the German speaking countries is on trial. The original recommendations of the Bologna Declaration were calling for an introduction of a common two-tier education of three years undergraduate and two years graduate studies (typically associated with a Bachelor / Master degree), and a recognition of qualifications and periods of study to create a European Higher Education Area (EUROPEAN MINISTERS OF EDUCATION 1999). These recommendations were based on the shared academic values and principles expressed in the Magna Charta Universitatum, which is also linked to Bologna (RECTORS OF EUROPEAN UNIVERSITIES 1988), and were aiming to foster mobility for students, teachers and researchers, with an eye on employability, but also on enriched education. While the Bologna recommendations required for German speaking countries a substantial revision of their five year undergraduate programs (especially the Diplom-Ingenieur) the chance for rethinking university education has largely been missed. A slow and half-hearted process of introducing the Bologna recommendations has lead to even more rigid education programs than before, in an attempt to preserve qualities rather than to revisit graduate 1 Department of Geomatics, The University of Melbourne, Victoria 3010, Australia,

2 attributes. Students, but also many academics, find the way the recommendations are realized overburdening the curricula. This and lack of teaching quality has caused student demonstrations all over Europe 2. Giving the protesters a voice, Clemens Appich writes: Durch die zunehmende Kommodifizierung von Wissen bei gleichzeitiger Normierung und Standardisierung der Studien scheint die Universität nunmehr selbst an ihr Ende gekommen (APPICH 2010b), and: Im politischen Diskurs wird Bildung dadurch zu einem bloßen Mittel zur Erreichung marktwirtschaftlicher Ziele wie Wettbewerbsfähigkeit, Wachstum und Arbeitsmarkttauglichkeit. Das Recht auf Bildung und damit die Möglichkeit eines selbst bestimmten, den eigenen Vorstellungen und Neigungen entsprechenden Studiums sollen sich dem allgemeinen Zweck dem Wirtschaftswachstum unterordnen. (APPICH 2010a). In response to these unrests a new recollection of the value of academic teaching appears for example in Germany s Lehroffensive, as Annette Schavan admits: Allerdings haben wir in der Tat feststellen müssen, dass sich die Wertschätzung guter Lehre nicht automatisch ergibt. Darum ist jetzt eine konzertierte Aktion nötig. Nach jahrzehntelangen Debatten über die Unterfinanzierung der Lehre ist es höchste Zeit, dafür zu sorgen, dass sie nicht länger als Stiefkind der Hochschulen gilt. (SPIEWAK and WIARDA 2010) While the Lehroffensive addresses issues of better funding and quality of teaching it falls again short to address an underlying issue: what attributes should our graduates have in the world of the 21st century? Quality of teaching is probably less an issue for small disciplines such as Geomatics. However, Geomatics is challenged for some time in addition to, and independently from the Bologna reform by declining enrolment numbers. Concern about long-term viability leads to a trend towards amalgamated departments and loss of independence. Gottfried Konecny argues that this trend has to be continued to improve quality of teaching and to raise student numbers: There is no doubt that education will fuel the professional development of geomatics, but the frustration is that there are too many programmes; in Germany alone there are nine universities offering degrees in the field, as well as fifteen academies. Consolidation is necessary to prevent further dilution of student numbers. We would benefit from having no more than four programmes in this country; that would not only strengthen the geomatics community, but would also ensure that students are offered a superior product. (KONECNY 2009, p. 9). This paper disputes these arguments. We will argue that it needs a more fundamental approach, a review of graduate attributes i.e., an outcome-based or student-centered review of education rather than a canonical catalogue of (well-taught) subjects an input-based, or teacher-centered approach. And we will argue that a small discipline such as Geomatics can benefit largely from such a shift with regard to student numbers. 2 See, for example, or for some of the students issues and requests.

3 To make this argument we will compare the European reforms with the situation at the University of Melbourne. The University of Melbourne undergoes currently a fundamental change from mostly one-tier four-year professional education programs towards Bolognacompatible professional education programs. With no precedence in Australia for three-plustwo programs the university developed the so-called Melbourne Model (MCPHEE 2006). We will introduce the Melbourne Model, discuss how it realizes the spirit of the Bologna recommendations by a new balance of breadth and depth in the education, and illustrate how we develop Geomatics education within the Melbourne Model. We recognize in the Melbourne Model a chance to re-position the Geomatics education, to inspire more school leavers to choose a career in Geomatics, and to educate graduates that are better prepared for a market that is and will be shaped by increasingly faster technological changes. In contrast to Konecny we see the superior product provided by university education in the form of the graduates themselves: engineers who are able to confidently and competently lead in their profession and consider life-long learning as a necessity without saying. 2 The Spirit of Bologna The Magna Charta Universitatum (RECTORS OF EUROPEAN UNIVERSITIES 1988) defines the role and vision of a university in the 21 st century based on the European humanist traditions, and the Bologna Declaration (EUROPEAN MINISTERS OF EDUCATION 1999) and the following process 3 set out to realize this vision in a European Higher Education Area. The focus of this process is on facilitating choice: The Bologna process aims to create a European Higher Education Area by 2010, in which students can choose from a wide and transparent range of high quality courses and benefit from smooth recognition procedures. 4 As part of the process, at the Bergen Conference the ministers formed a framework for qualifications, comprising generic descriptors based on learning outcomes and competences 5 : Qualifications that signify completion of the second cycle [Master level] are awarded to students who: have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; 3 After Bologna (1999), ministers of the Bologna countries met in Prague (2001), Berlin (2003), Bergen (2005), London (2007), Leuven (2009) and Budapest/Vienna (2010)

4 can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously; have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Investigating the Bologna graduate attributes, it is interesting to find the vocabulary of humanistic education, but also fairly general references to professional attributes. The attributes seem to deliberately aim for a particular equilibrium between education in the humanist tradition on the essence of things and education from a pragmatic or professional perspective on the value of things (Figure 1). Figure 1: Bologna graduate attributes between humanist ideals and economic interests. The two extremes are critically addressed by Liessmann, pointing to the uneasy connection between knowledge and (economic) power that comes in with the attachment of value to knowledge (LIESSMANN 2007): Ein Wert ist also etwas, das sich je nach Stimmungslage ändern kann, was sich nicht zuletzt im Schwanken von Preisen ausdrückt. [...] Dort, wo in der Moderne tatsächlich die Idee der Bildung als zentrale Aufgabe des Menschen proklamiert wurde, bei Wilhelm von Humboldt, war deshalb von Wert auch nicht die Rede gewesen. Für Wilhelm von Humboldt war Bildung die letzte Aufgabe unseres Daseyns schlechthin, und er bestimmte diese in seiner Theorie der Bildung des Menschen mit einem denkwürdigen Satz: Dem Begriff der Menschheit in unserer Person, sowohl während der Zeit unseres Lebens, als auch noch über dasselbe hinaus, durch die Spuren des lebendigen Wirkens, das wir zurücklassen, einen so großen Inhalt, als möglich, zu verschaffen, eine Idee, die nichts anderes bedeutete, als eine Verknüpfung unsres Ichs mit der Welt zu der allgemeinsten, regesten und freiesten Wechselwirkung. Liessmann concludes that Plato s inquiry about the essence of things is currently, with the commoditization of education, turning into the inquiry what things are good for. In fact there is a risk that universities give in to market powers and look more after what is valued at the day than after educating about the essence of things. The Magna Charta takes a strong position here, and the Bologna recommendations aim to balance. But in the realization of the recommendations many think that the balance was lost (see above). To get the balance back it needs a shift of thinking about curricula, and it needs giving up some valued material to create space for this shift. Curricula should account for both, the freedom of initiative of the individual student (for those who want to learn the essence), and the valued material for professional interests (for those who want to do business). Therefore graduate attributes are not only dependent on how knowledge is defined but also on the different interests of the recipients of knowledge.

5 Within contemporary universities these interests are perceived as competing, as reflected in Figure 1. This is also reflected in the tension between generic and professional graduate attributes, where professional graduate attributes are influenced by professional accreditation bodies (in Australia, e.g., Engineers Australia) and governmental quality assurance frameworks (in Australia, e.g., the Graduate Skills Assessment Test, which is also considered to be linked to university funding). 3 The Melbourne Model Recently the University of Melbourne has reshaped its teaching, moving from 4-year professional degrees to 3+ 2-year professional degrees to align with the developing standards in Europe (MCPHEE 2006, p. 1). The extended time at university is matched by a new teaching paradigm of three years of broader undergraduate education, and two years of professional specialization. The undergraduate education is characterized by both disciplinary depth and academic breadth (DAVIS 2010, p. 12) being offered in only six broad degrees. Thus the so-called Melbourne Model has two significant components: a component that focuses on broad knowledge and a component focusing on specialized, in-depth knowledge. The component conveying broad knowledge is the first and the longer component (and it still contains a disciplinary major). The component conveying specialized knowledge is the second and shorter one. The first one coincides with the notions on the left end of Figure 1; the second component coincides with the right end of Figure 1. To make this model viable the previously unrelated interests have to be reconciled to order to benefit both. This leads to assuming a nested structure rather than as irreconcilable opposites (Figure 2). Figure 2: The poles may not be opposites, but nested. By structuring the offered content in a nested way the University of Melbourne means offering synergies between the two interests, rather than competition. This structure presupposes that the learning for improving wisdom encompasses the learning for doing business, as students progress from a first degree into a professional Master degree. Only then the two contentious driving interests can both be utilized. Thus (professional) graduates from the University of Melbourne have more options: those learning for the essence of things may use the professional accreditation of the university as a means of social advancement, and those learning for doing business get choices for new orientation. Thus the Melbourne Model offers both social and intellectual flexibility. The structure of the new generation three-year undergraduate degrees can be illustrated, for example, by the Bachelor of Environments (Figure 3). Notable are: The greater flexibility for students with regard of timing their vocational choices: they commit to a particular major incrementally over year 2 and year 3;

6 the space for breadth throughout the three years: 25% of all subjects are reserved for subjects outside their degree program; First year the flexibility by a number of elective subjects within their degree program (contributing to the flexibility in switching between majors). Benvs first-year subject Benvs first-year subject Benvs first-year subject Breadth Benvs first-year subject Benvs first-year subject Benvs first-year subject Breadth Second year Major subject Major subject Benvs elective subject Breadth Major subject Major subject Benvs elective subject Breadth Third year Major subject Major subject Benvs elective subject Breadth Major subject Major subject Major subject Breadth Figure 3: The skeleton of a new generation three-year undergraduate degree (Bachelor of Environments). In the Vice Chancellor s words (DAVIS 2010, p. 12): A balance between traditional disciplinary depth and academic breadth enables students to access knowledge in a variety of ways whilst building strength in a specific field. Breadth studies allow students to learn research and reason in disciplines quite different from their specialty. This broadens their insights and enables them to explain and compare more easily the particular methodologies and paradigms of their chosen disciplines. The university has two distinct approaches to the 25% breadth component: one is the provision of university-wide units to be offered to all students; the other is the allocation of units within discipline streams as being available to all students. The university breadth units are focussed on being interdisciplinary, incorporating elements from a variety of streams to give students the big picture (MCCALMAN et al. 2008). Their general theme is about ways of knowing and cover topics like An Ecological History of Humanity, Climate Change, Critical Thinking With Data, Food For A Healthy Planet (UNIVERSITY OF MELBURNE 2009). An example for a breadth subject from within discipline streams is the first year unit offered by Geomatics, Mapping Environments, which is available as breadth across campus as well as being an elective within the Bachelor of Environments degree. The approach taken in the design of this unit has been to both skill students in all aspects of spatial data, as well as to promote Geomatics as a viable major for those who get into contact with Geomatics themes for the first time or those who are undecided. To date around 10% of students enrolled in the unit have taken it as breadth, but the enrolment of students has doubled in the two years the unit has been offered. A study of first year experiences (JAMES et al. 2010) finds evidence for an improvement of the transition from school to university. While now 88% of first year students say they are clear about their reasons to come to university a sharp rise over the past 15 years at the same time only 66% know the type of occupation they want. This means the flexibility of the Melbourne Model must suit them, and the breadth of the Melbourne Model must provide a stronger sense of purpose than the previous model of professional education.

7 Students prepared with such an undergraduate experience may choose to enter employment, depending on their aspirations, but most will move into graduate education. The graduate education completes their professional qualification, realizing the nesting of essential knowledge and practical skills: Graduate education cannot be viewed as a linear extension of undergraduate programs. Melbourne Model graduate programs differ significantly from undergraduate study in their depth and level of specialisation. Graduate programs are designed to directly prepare students either for specific professions or research studies. (DAVIS 2010, p. 12) The university is currently formulating their new graduate attributes based on outcomes (WINTER et al. 2009), separating between generic attributes (BARRIE 2007) and professional attributes as set by professional accreditation bodies. Based on the discussion so far, they will be aligned with the Bologna framework qualifications listed above, e.g., have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context. Expectations of professional bodies, as for example expressed by Allen (2006) for Engineers Australia, but also by EUR-ACE, are going conform with the broader, more flexible education, and outcome-based attributes. A broader, more flexible education implies a culture and preparedness of graduates on one hand, and higher education institutions on the other hand, to provide for life-long learning. As expressed in the Bologna framework: have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. (see above). Considering the Australian Engineering education in comparison to the Bologna process, Walther et al. write: In addition to achieving in-depth technical competence the necessity to induce an understanding of the social, economic and environmental consequences of professional activity is acknowledged as a centrepiece of engineering education. Engineers produced by future higher education programs are attuned to the real concerns of communities such as the need for sustainable development and in order to interact with a wide variety of stakeholders they must be better communicators. (WALTHER et al. 2005) 4 Geomatics in the Melbourne Model The (small) discipline of Geomatics has some opportunities in such a framework: The first year is a common year, where students explore options and do not commit themselves to a particular major. This year can be used for promoting Geomatics to a larger cohort of students that are already enrolled at university and are already vaguely interested. This is a significant move forward from a situation where Geomatics has to be promoted to schools, or where school leavers have to have a clear idea about what Geomatics is. Our own generalist first-year subject, Mapping Environments, attracts currently 250+ students.

8 The Geomatics major is offered in two new generation undergraduate programs, the Bachelor of Environments and the Bachelor of Science. The major consists of the same subjects; the differences are in the electives: students in Bachelor of Science would be exposed to more science subjects, while students in the Bachelor of Environments would be exposed to more subjects on environments topics. Adding to flexibility, the model also allows lateral entry into the Master program. Students without a major in Geomatics but any other first qualification can take the subjects of the major in one year, considering their first qualification as breadth, before entering the two-year Master programs. The undergraduate program in Geomatics is shown in Figure 4. First year Natural Environments Governing Environments B.Envs first-year subject Calculus Mapping Environments B.Envs first-year subject Reshaping Environments Linear Algebra Second year Surveying and Mapping Applications of GIS B.Envs elective Breadth Engineering Computation Data Analysis B.Envs elective Breadth Third year Imaging the Environment Programming Geom Apps B.Envs elective Breadth Comp Methods in Geom Env Politics and Managem Integrated Spatial Systems Breadth Figure 4: The Geomatics major in the Bachelor of Environments foundation degree. Geomatics offers two Master degree programs within the framework of the Melbourne Model (meaning that they are coursework based and follow the 3+2 structure). The Master of Engineering (Geomatics) is a fully accredited degree with accreditation from the Surveyors Registration Board (Victoria), Engineers Australia and the Royal Institute of Chartered Surveyors. The second program, the Master of Spatial Information Science, has a more information technology focus and does not require a Geomatics major in an undergraduate program. It is accredited by the Royal Institute of Chartered Surveyors. 5 Discussion The introduction of the Bologna-style Melbourne Model has been the most significant change at the University of Melbourne since the university was founded in It is not only a move from a 4-year professional education to 3+2 years professional education, but also an abandonment of classical consecutive, strictly disciplinary degrees as currently present at German speaking universities (WINTER et al. 2001), favouring a broader and more flexible model. We have argued that this is not only one way of realizing the spirit of Bologna a way that addresses some of the issues of protesting students in Europe but also a way where small disciplines find opportunities to promote themselves. This year is the third year of the new generation programs, so 2011 will be the first year that the professional Masters degrees will be offered. And this means it is too soon to tell whether this change will be beneficial to the Geomatics program, although we have highlighted some unprecedented opportunities.

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